EFFECT OF ASSISTIVE TECHNOLOGY AND TRAINING ON ACADEMIC PERFORMANCE AMONG COLLEGE STUDENTS WITH PHYSICAL DISABILITIES AT PRESBYTERIAN COLLEGE OF EDUCATION, AKROPONG-AKUAPEM, GHANA

Authors

  • Ivy Danquah Perdison Presbyterian College of Education, Akropong-Akuapem, Ghana
  • Francis Kwame Anku University of Education, Winneba, Ghana
  • Brew Bright Presbyterian College of Education, Akropong-Akuapem, Ghana

DOI:

https://doi.org/10.46827/ejse.v10i6.5563

Keywords:

academic performance, assistive technology, physical disability, teacher training

Abstract

The study examined how assistive technology type and training affected physical disability students' academic performance at the Presbyterian College of Education in Akropong-Akuapem. The study found that screen readers, braille displays, and speech-to-text improved academic achievement. Participants employing these technologies had significantly higher post-test results than pre-test scores. The study also found that assistive technology training improved academic achievement. The trained experimental group had higher mean pre- and post-test scores than the control group. This emphasises the need for extensive training to maximise assistive technology benefits for students with physical disabilities. Voice recognition technology improved academic performance slightly, but not significantly. This technology may need more research and development to promote academic performance in this environment. This study adds to the evidence that assistive technology and training improve college students' academic performance with physical limitations. To develop inclusive learning environments and promote equitable opportunities for students with disabilities, teachers and institutions must carefully choose and implement assistive technology and training initiatives. The report recommends integrating assistive technology into schools to help students succeed. Future studies should examine the efficacy of diverse assistive technologies and training methods and solve implementation issues.

 

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Author Biographies

  • Ivy Danquah Perdison, Presbyterian College of Education, Akropong-Akuapem, Ghana

    Ivy Danquah Perdison is a lecturer and an Academic Counsellor at the Presbyterian College of Education, Akropong-Akuapem, in the Eastern Region of Ghana. Ivy has extensive experience across various educational spectrums and is interested in disability-related research. She currently teaches and interprets different courses in sign language to students with hearing loss. Ivy holds an MPhil in Special Education and is a doctoral candidate at the University of Cape Coast, Ghana. 

  • Francis Kwame Anku, University of Education, Winneba, Ghana

    Francis Kwame Anku is a special education lecturer at the University of Education, Winneba (https://www.uew.edu.gh/dse/staff/fkanku), where he trains prospective teachers of learners with special educational needs. As a doctoral candidate at the University of Cape Coast, Francis' research focuses on teacher training in inclusive education practices (https://orcid.org/0000-0002-0523-3925).

  • Brew Bright, Presbyterian College of Education, Akropong-Akuapem, Ghana

    Bright Brew is a special education tutor at the Presbyterian College of Education, Akropong Akuapem. He prepares pre-service teachers for inclusive teaching at the pre-tertiary level in Ghana. Bright is a PhD candidate at the University of Education,  Winneba. His research focuses on teachers with disabilities at pre-tertiary schools.

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Published

2024-09-03

Issue

Vol. 10 No. 6 (2024)

Section

Articles

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